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DIDAKTIKA
Published by Lombok Institute
ISSN : -     EISSN : 29874343     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Didaktika encourages the publication of articles that emphasize improving classroom teaching practices through cyclical action approaches, teacher-researcher collaboration, and implementing instructional strategies that positively impact both the learning process and student outcomes. While prioritizing scholarly works in CAR, Didaktika also welcomes contributions from other relevant educational research areas, including but not limited to learning evaluation, curriculum development, educational assessment, pedagogical innovation, and technology integration in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
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Teachers’ Understanding and Practices of Adaptive Formative Assessment: A Pilot Study with Pre-Service English Teachers Haerul Azmi; Moh. Arsyad Arrafii; Arif Rahman
DIDAKTIKA Vol. 4 No. 2 (2026): October (2026)
Publisher : Lombok Institute

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Abstract

Adaptive formative assessment emphasizes the use of evidence of learning to adjust instruction to learners’ needs, abilities, and learning progress. This paper explores pre-service English teachers’ conceptual understanding and reported practices of adaptive formative assessment. The study employed a pilot survey design involving 60 pre-service English teachers who had completed courses in English language teaching methodology and educational assessment and were undertaking teaching practicum. Data were collected using a questionnaire comprising 30 items measuring conceptual understanding and 32 items measuring reported practices of adaptive formative assessment. The data were analyzed descriptively using means and standard deviations. The findings indicated that pre-service teachers’ conceptual understanding was generally high to very high, particularly regarding instructional responsiveness, feedback provision, and support for learner responsibility. Their reported practices also showed generally high levels, particularly in communicating learning objectives, checking students’ understanding, providing feedback, and adjusting instruction. However, practices involving peer assessment, self-assessment, flexible grouping, differentiation, and the development of learner agency were reported at relatively lower levels. The findings suggest partial alignment between conceptual understanding and reported practices, highlighting the importance of strengthening practical experiences and teacher education approaches that promote systematic instructional adaptation and learner agency among pre-service teachers.
Development of Chemistry Module Using Dick and Carey Models Integrated with Melala Local Wisdom Assisted by Augmented Reality Riska Dia Sapitri; A. Wahab Jufri; Aliefman Hakim
DIDAKTIKA Vol. 4 No. 2 (2026): October (2026)
Publisher : Lombok Institute

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Abstract

This study aimed to develop a chemistry module that integrates Melala local wisdom and is enhanced with augmented reality (AR) technology. The development process followed the Dick and Carey model, comprising ten stages ranging from identifying instructional goals to designing and conducting summative evaluations. A limited-scale trial was conducted during the "Design and Conduct Formative Evaluation of Instruction" phase. Three types of assessments were performed: a validity test using Aiken’s V, a reliability test, a practicality test using a practicality percentage formula, and an effectiveness test using N-gain to measure improvements in students' scientific literacy and scientific creativity. The results indicated that the teaching module, chemistry module, AR media, student worksheets (LKPD), and assessment instruments were valid, with values ​​ranging from 0.80 to 0.85. Reliability testing showed that all instruments achieved a Percentage of Agreement (PA) above 75%, confirming their reliability. Practicality testing involved two groups: students and chemistry teachers. Analysis revealed that the Melala local wisdom-based, AR-enhanced module was practical to use, with a student practicality score exceeding 90%. Similarly, the practicality score from chemistry teachers reached 90%. Finally, effectiveness testing demonstrated a moderate improvement in students' scientific literacy and scientific creativity, with an average N-gain exceeding 0.30. This development offers significant benefits for school chemistry teachers, as the module enables the linking of chemistry concepts to local culture while enhancing students' scientific literacy and creativity.
Ecotourism as a Natural Laboratory for Science Learning: A Narrative Literature Review Baiq Muli Harisanti; Siti Nurhidayati; Baiq Asma Nufida; Ratna Azizah Mashami; Agil Al Idrus
DIDAKTIKA Vol. 4 No. 2 (2026): October (2026)
Publisher : Lombok Institute

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Abstract

This study aims to analyze and synthesize ecotourism as a natural laboratory for science learning in terms of the available science phenomena, pedagogical design, learning outcomes, implementation conditions, and its relevance to science education in Indonesia. The study employed a narrative literature review approach by synthesizing 14 relevant journal articles published between 2023 and 2026 and identified through a primary Google Scholar search supplemented by Google Search. Information from each article was organized using a data-extraction matrix covering study design or method, participants or context, location and science phenomena, learning outcomes, main findings, and interpretive limitations. The data were analyzed through thematic synthesis and narrative interpretation. The synthesis shows that the strength of evidence for the educational use of each destination varies according to study design. Sade Village and Pemepek show potential for contextual science learning through cultural, ecological, hydrological, energy, biodiversity, and biotechnology phenomena. Gili Sulat, Olaya, and Bagek Kembar provide contexts for mangrove ecology, coastal protection, and conservation, while Gunung Tunak and Kerandangan have been used in learning related to wildlife ecology and conservation. Iboih in Sabang, Ngawonggo Partitraan, Depati VII Coffee & Resort, and Jonggol Teaching and Research Farm also demonstrate pedagogical potential through marine ecosystems, biodiversity, ethnobotany, agroforestry, agriculture, livestock, and local technologies. Environments associated with Papuan local wisdom and the implementation of ecotourism-based teaching materials in East Lombok further broaden the range of learning contexts. Overall, ecotourism can complement school laboratories when authentic phenomena are connected to a structured learning sequence involving preparation, field investigation, evidence processing, reflection, and assessment. However, claims of effectiveness should be limited to the contexts, participants, and interventions that were directly tested, since part of the available evidence still consists of potential mapping, teaching-material development, and implementation studies.
Understanding and Acceptance of Evolutionary Concepts Are Not Uniform: A Correlational Study of Three Islamic Boarding Schools Moch Haikal; Imroatus Sholihah; Hotibul Umam; Taufiqur Rahman
DIDAKTIKA Vol. 4 No. 2 (2026): October (2026)
Publisher : Lombok Institute

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Abstract

Understanding and acceptance of evolution are often assumed to be associated; however, empirical evidence from students attending Islamic boarding schools (pesantren) in Indonesia remains limited and rarely accounts for differences in school contexts. This study aimed to describe students' understanding and acceptance of evolutionary concepts, examine the relationship between these two variables within each school, and determine whether this relationship differed across schools. A cross-sectional correlational design was employed, involving 127 students from three Islamic boarding schools (School A, n = 50; School B, n = 34; and School C, n = 43). Evolution acceptance was measured using the Measure of Acceptance of the Theory of Evolution (MATE) 2.0, while understanding was assessed using the multiple-choice test developed by Rutledge and Warden. Data were analyzed using Pearson's and Spearman's correlation coefficients, followed by school-specific regression analyses. Subsequently, multiple regression analysis was conducted with understanding, school, and the Understanding × School interaction as predictors, using robust standard errors. A significant positive association between understanding and acceptance was found only in School B (r = .81, p < .001), whereas no association was detected in School A (r = .03) or School C (r = .06). The regression model incorporating the Understanding × School interaction was statistically significant, F(2, 121) = 19.96, p < .001. These findings indicate that the relationship between understanding and acceptance of evolution is contingent on school context, suggesting that an overall pooled correlation coefficient may not adequately represent the patterns observed across individual schools.
Effects of Sociodemographic and Academic Factors on University Students’ Green Character Angelica O. Cortez; Marheny Lukitasari; Natalia del Pino-Brunet; Akhmad Sukri; M. Arief Rizka
DIDAKTIKA Vol. 4 No. 2 (2026): October (2026)
Publisher : Lombok Institute

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Abstract

Developing university students’ green character requires an understanding of its relationships with sociodemographic backgrounds and academic experiences. This study aimed to examine the relationships of gender, parental occupation, study program, semester, and grade point average (GPA) with university students’ green character in Indonesia. A quantitative cross-sectional design was employed, involving 1,363 students from various study programs at universities in western, central, and eastern Indonesia. Data were collected using an online questionnaire comprising 36 Likert-scale statements covering environmental knowledge, values, attitudes, behaviors, and habits. The data were analyzed using partial least squares structural equation modeling with WarpPLS software. The results showed that gender, parental occupation, study program, and GPA had significant direct relationships with green character, whereas semester did not. Examination of the indirect paths through GPA indicated that GPA did not significantly mediate the relationships of study program, semester, and parental occupation with green character. The direct-effects model yielded a Tenenhaus goodness-of-fit value of 0.268. These findings imply that educational institutions should design environmentally oriented learning programs that consider students’ demographic characteristics, including gender and study program.

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